Problematic Internet uses and depression in adolescents: A meta-analysis

Abstract

Widespread use of the Internet in 21st century society is not risk-free. This paper studies the comorbidity of some problematic uses of Internet with depression in order to assess their correlation. With that aim, a meta-analysis of 19 samples obtained from 13 different studies (n=33,458) was carried out. The subjects of these studies are adolescents between the ages of 12 and 18 years (µ=15.68) from different cultures and continents (Europe, Euro-Asia, America and Asia). The effect size obtained from the use of a random-effects model (r=0.3, p<0.000) is significant, moderate and positive, thus confirming the relation between pathologic uses of the Internet and depression. Moreover, meta-regression test results showed that 9% of the variance (R2=0.09) is associated with the male gender, while age and culture are not significant variables. The variability rate of the studies is high (I2=87.085%), as a consequence of heterogeneity rather than publication bias, as Egger’s regression test shows (1-tailed p-value=0.25; 2-tailed p-value=0.50, and ?=1.57). Therefore, the need for specific interventions in secondary education dealing with this issue is evident to ensure that it does not extend into adult life. El uso extendido de Internet en la sociedad del siglo XXI no está exento de riesgos. El presente trabajo estudia la comorbilidad entre los usos problemáticos de Internet y la depresión con la finalidad de determinar la existencia de relación entre ambas. Para ello se ha llevado a cabo un meta-análisis, que cuenta con 19 muestras recogidas en 13 investigaciones (n=33.748), con adolescentes de entre 12 y 18 años (µ=15,68) de diferentes culturas y continentes (Europa, Euro-Asia, América y Asia). El tamaño del efecto obtenido a partir de un modelo de efectos aleatorios (r=0,3, p<0,000) es significativo, positivo y moderado confirmando la existencia de relación entre usos patológicos de Internet y depresión. Por otra parte, la meta-regresión mostró que el 9% (R2=0,09) de la varianza es explicada por el sexo masculino, mientras que la edad y la cultura no son variables significativas. La variabilidad de los estudios es elevada (I2=87,085%) siendo fruto de la heterogeneidad y no del sesgo de publicación, tal y como indicó la prueba de regresión de Egger (p-value 1 tailed=0,25; p-value 2 tailed=0,50 y ?=1,57). Se advierte la necesidad de comenzar a generar proyectos de intervención en Educación Secundaria que traten esta problemática con el objetivo de que no se extienda a la vida adulta.

Social, Family, and Educational Impacts on Anxiety and Cognitive Empathy Derived From the COVID-19: Study on Families With Children

“…These elements are aligned with previous research, in which pointed out as stressors we find: having children under 5 years-old ( Howard et al, 2018 ), exceptional education and schooling in these situations ( Kilmer and Gil-Rivas, 2010 ), or the unequal distribution of household chores ( McDermott, 2010 ). Regarding the role of the Internet in this process, it is necessary to reference how its remarkable growth has been paired with alarming figures of addiction worldwide, and its consequences in the increase of depression and anxiety ( Cheng and Li, 2014; Al Mamun and Griffiths , 2019 ; Lozano-Blasco and Cortés-Pascual, 2020 ). The Internet is the key to a new environment where a multitude of activities are carried out, from shopping to establishing affective relationships ( Kiraly et al, 2015 ) and in a confined environment, networks offer the maintenance of lost daily life: work, consumer goods and services, or attending to the education of children.…”

Impact of Problematic Smartphone Use and Instagram Use Intensity on Self-Esteem with University Students from Physical Education

“…Due to all the aforementioned, the training environments have had to adapt for the implementation of all these elements in the Teaching-Learning (T-L) processes, creating new educational models and innovative methodologies, thus promoting the interconnection between the formal learning of the educational centers and informal learning that happens through technological resources outside the classroom [35].…”

Cybergossip, cyberaggression, problematic Internet use and family communication

“…Más del 24% de los jóvenes hace uso diario de sus dispositivos digitales para comunicarse en redes sociales y más de la mitad de los que se conectan, lo hace varias veces al día (Areepattamannil & Khine, 2017). Sin embargo, se considera un uso problemático de Internet cuando junto a su empleo compulsivo aparece una preocupación cognitiva, así como un deterioro intrapersonal e interpersonal (Caplan, 2010) y mayores síntomas de depresión (Lozano-Blasco & Cortés-Pascual, 2020). Si bien se han reconocido factores personales que influyen en ese uso abusivo de la tecnología, otros estudios señalan que la familia ejerce un papel relevante en su prevención y minimización Sela et al, 2020).…”